Becoming an Effective Teacher

Chapter 11

Effective Teachers are…

1. Made2. Born

Beyond knowledge of self…knowledge of why you are teaching: A well developed educational philosophy

Unpacking your deeply held assumptions about: what is education, the nature of the learner, what subjects are most important, the role of schools in society

Pedagogical Content Knowledge Knowledge of the organization and

presentation of subject matter in a way that makes it understandable to and applicable by others

Teachers are able to “psychologize” the subject matter for students. (Dewey)

Scaffolding from the known to the unknown (Vygotsky)

Knowledge about how Students Learn and Grow Educational psychology studies how students

develop physically, socially, and cognitively Our conceptions of ourselves and of others

develop in a unique way as we interact with our world…who we think we are, who we think others are, and what we think is the purpose of being here

Knowledge of Curricular Content No Child Left Behind Act defines a “highly

qualified teacher” as: holds at least a bachelor’s degree, full state licensure, subject area competence, has passed rigorous state tests in the subject(s) s/he is teaching

The Knowledge Base of Effective Teachers Culturally responsive teachers: 1. believe all

students can achieve and succeed, 2. build a community of learners, 3. build connections to families and the community, 4.are continual learners, 5. vary instructional methods, 6.know their students, 7. are introspective and reflective

Good teachers have

Pedagogical skill to implement teaching strategies…and pedagogical content knowledge

Reflective skills to analyze and act of teacher-generated data

Communication and collaboration skills to build relationships

Management skills to arrange successful learning environments

Technological skills

The attitudes and Dispositions of Effective Teachers Star teachers tend to be nonjudgmental, are

not moralistic, not easily shocked, truly listen, recognize their own weaknesses, don’t see themselves as “saviors”, network, see themselves as “winning”, enjoy their interactions with kids, see their primary impact as raising kids self esteem and helping them be more humane, derive satisfaction of lots of needs teaching kids…but not power needs

It is most important that a teacher has high levels of

80%

0%20%

Knowledge that s/... Skills in teachin... Positive disposit...

1. Knowledge that s/he is teaching the students

2. Skills in teaching the subject to the students

3. Positive dispositions, values, attitudes

Effective Teachers Employ These Tools Structure and Clarity Motivation High Expectations Questioning

Styles of Teaching on Ends of a Spectrum Authoritarian – characterized by:

Teacher-Centered Traditional Structures Rules-Based Transmission of Knowledge Centrality of Teacher Knowledge

Styles of Teaching on Ends of a Spectrum Constructivist, characterized by:

Student-Centered Democratic, egalitarian ideals Student experience of learning Teacher as Learner who Models

Styles of Teaching and Management P. 217 & 217 in your text:

Constructivism…Alfie Kohn We punish and reward too much. Student

learning should be motivation in its own right.

Behaviorism…Assertive Discipline….Lee and Marlene Canter. Use of rewards and punishments.

My most effective teachers were….1. Authoritarian2. Constructivist3. Somewhere in the

middle

Academic Learning Time

This concept is dynamically intertwined with styles of teaching. It has to do with curriculum (more on that later), but also how a teacher thinks about using time available.

Allocated Time Engaged Time Academic Learning Time

Classroom Management

A direct function of teaching style

Group alerting “withitness” Overlapping Least intervention fragmentation

The Pedagogical Cycle

What is the set of actions, responses, communications that define activity in the classroom?

1. Structure 2. Question 3. Response 4. React

Academic Structure as a Goal: Objectives Review Motivation Transition Clarification Scaffolding Examples Directions Enthusiasm Closure

Questions and Effective Teaching Learning to Question well is part art, and part

skill:

Lower order questions – factual, naming, etc. Higher-order questions – evaluate, analyze,

compare, solve a problem….

Bloom’s Taxonomy:

Knowledge Comprehension Application Analysis Synthesis Evaluation

I experienced Bloom’s Taxonomy in…1. All of my high

school classes2. 1 class at best3. None of my classes4. 2 or more of my

classes

NBTS Description of Effective Teachers Committed to students and their learning Know their subject matter and subject matter

pedagogy Responsible for managing and monitoring

student learning Teachers think systematically about their

practice and learn from experience Teachers are members of learning

communities

Stages of Teacher Development 1. Survival 2. Consolidation 3. Renewal 4. Maturity

Knowledge about the Community Connecting students to the outside world

requires that teachers know their students’ community

Eating in the community, living in the community, reading local community papers, talking with community members, going to meetings of the community

At present, my most developed teaching tools are:1. Content knowledge2. Pedagogical skills3. Reflective skills4. Communication

skills5. Management skills6. Positive attitude

and dispositions

Reflective teachers

Open-minded Wholehearted Responsible An ethic of caring relationships Learning communities

It’s most important for me to build1. Pedagogical skill2. An ethic of caring3. An educational

philosophy4. Reflective practice5. Pedagogical

content knowledge